Teaching styles and school adjustment among migrant and non-migrant children in China: cross-sectional indirect associations via achievement goals and academic engagement
Frontiers in Psychology · 2026
Abstract e pubblicazione originale
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Leggi nella fonte originale ↗Parole chiave
Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPsychosocial Factors Impacting Youthteaching stylesteacher autonomy supportteacher controlschool adjustmentmigrant childrenachievement goalsmastery goalsmastery-avoidance goalsacademic engagementindirect effectsjunior high school studentsChina
Come citare questo studio
Yuqing Wan, Haoqing Feng. (2026). Teaching styles and school adjustment among migrant and non-migrant children in China: cross-sectional indirect associations via achievement goals and academic engagement. Frontiers in Psychology. DOI: 10.3389/fpsyg.2026.1943367
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